Esp curriculum for higher education in uzbekistan

Links: 
Supplementary document:
 Use of TELL in the Curriculum. 
Supplmentary document 
Self assessment 
Reference to autonomous learning in the References section 
4.7 Evaluation, testing and assessment 
The following types of assessment are used: formative (continuous, mid-term, etc.) and 
summative (final, assessment). 
• 
Continuous or on-going assessment involves the day-to-day participation of students 
during the lesson and the marks allocated for learning exercises and tasks. 
• 
Mid-term assessment takes place at particular time intervals. 
• 
Summative assessment is held at the end of the Bach
elor’s programme. It identifies a 
student’s overall performance and level in the foreign language according to the levels 
of the CEFR. 
Assessment is to be related to the institutional syllabus and should not be viewed as a 
separate component of the teaching/learning process. It should reflect the content and 
methodology of teaching as closely as possible and assess all four language skills (reading, 
writing, listening and speaking) through tasks based on relevant language activities. 
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See also Richards, 2006 for a more detailed list of the features of Communicative Language 
Teaching

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Assessment should also conform to the CEFR in two principal ways: 
• 
Levels 
Results should be expressed according to the levels of the CEFR 
– A1, A2.
 
B1, 
B2, C1 and C2. Wherever possible, these results should be in the form of a 
profile, 
indicating areas of strength and weakness in various key elements of language
 
achievement as well as overall performance. 
• 
Criteria 
The CEFR recommends particular criteria for assessing spoken and written